The Principle of Constructive Feedback
Response 1
It is true that constructive feedback is a form of learning, particularly for adult learners. Hence feedback makes the learning process much easy. It is advisable for professionals to seek feedback, which helps in stimulating reflection and giving insight. According to Bhattarai (2007), the role of feedback is promoting growth and enhancing performance. Through feedback a student can get improvement strategies and a boost in self-esteem. Feedback should not only reinforce a learner’s strengths but also identify any form of weaknesses (Bhattarai, 2007). One additional comment is that, through constructive feedback, people can understand their stance in reference to the expected performance or behavior.
It is evident that acceptance of criticism can at times be difficult. Accepting criticism from a person whose opinion I respect and value is much easier for me. Moreover, this is an invaluable part of the process of learning. As leaders and scholars, it is recommendable to accept feedback as a crucial step to growing and learning. It should also be accepted in the spirit in which it is delivered so that it can help us through the learning process.
Reference
Bhattarai, M. (2007). ABCDEFG is- The Principle of Constructive Feedback. JNMA. 46(3), 151-156. Retrieved from EBSCOhost
Response 2
It is true that working on the depth of ideas and thought is a crucial step towards developing as a scholar. It is evident that scholars organize and present their thoughts in a clear manner. Hence, following the same suite would enable one to be a scholar. One common and general strategy is taking heed of comments or feedback presented. This is necessary in correcting any mistakes or adding more to the quality of thoughts and ideas that a student presents.
It is also true that making use of scholarly articles and approaches and ideas that authors utilize is another fundamental strategy. This strategy is essential in bringing out scholarly etiquette and protocol. Doctors as professionals need to analyze information critically and self-analyze behaviors, interactions and attitudes. Another strong point that I recommend is remaining open to criticism as well as flexibility, which is essential in developing scholarly skills (Brookhart, 2011).
Reference
Brookhart, S. M. (2011). Tailoring Feedback. Education Digest, 76(9), 33. Retrieved from EBSCOhost
Response 3
The difference between summarizing and critical analysis not only lies in the definition of both terms but also what the processes entail. Summarizing involves taking larger text selections and reducing them into bare essentials. Critical analysis on the other hand is the act of evaluating another person’s work for instance, an essay, a book, a painting and even a movie. I agree with the difference in the definition of critical and analysis. While critical refers to discerning and analytical, analysis refers to scrutiny, reasoning or inquiry (Webster’s Dictionary, 2011).
It is also evident that people can not acquire summarizing skills naturally. This implies that it is essential to teach and train students such skills since they are useful in many occupations or professions (Myong Hee, 2009). Summarizing skills are not only important in my doctorate course but also in my professional life. Summarizing skills also enable students are able to examine several discourses invested in texts.
In assessing the quality of my critical analysis, it is clear that I failed to give an in-depth examination of the key points or critical areas. Some key aspects to remember during critical analysis is stating the key points clearly in addition to being concise.
Reference
Myong Hee, K. (2009). Summary writing instruction to university students and their learning outcomes. English Teaching, 64(2), 125-149. Retrieved from EBSCOhost
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